DIFFERENCES OF EDUCATION SYSTEMS IN DEVELOPED AND

139
DEVELOPING COUNTRIES CURRICULUM, EDUCATORS AND
FINANCING IN INDONESIA AND FINLAND

DIFFERENCES OF EDUCATION SYSTEMS

IN DEVELOPED AND DEVELOPING

COUNTRIES CURRICULUM,

EDUCATORS AND FINANCING IN

INDONESIA AND FINLAND

Wahyu Agus Setiawan

Abstract
The education system is a whole component of education that is interrelated
with one another. Better education system of a country will have a
straightforward impact on the quality of the people in the country. The
education system in Indonesia and Finland has differences and similarities.
Teachers are both given autonomy to develop their teaching. Finland school
is a place to grow and develop and is not a place to play and get scores but in
Indonesia it is still score oriented, parents will be proud of their children who
get good grades. In terms of educator recruitment, Finland set a minimum
standard of S2 while in Indonesia at least S1. On the aspect of financing in
Indonesian education, it still gets fund from students, but the government
provides a variety of educational assistance at all levels such as BOS funds so
that at the elementary and junior high school levels the cost of education is
free because it is already covered by government assistance funds. Whereas
Finland eliminates all education costs at all levels.

Keywords: Education System, Educators and Financing


LBB Mojokerto, Email: Pusat.datacenter@gmail.com

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‫ﻣﻠﺨﺺ‬
‫ فكان نظام التعليم في بلد ما‬، ‫نظام التعليم هو مكون كامل من التعليم المترابط مع بعضها البعض‬
‫ نظام التعليم في اندونيسيا وفنلنديا لديهما خﻼفات‬.‫له تأثير مباشر على جودة الناس في البﻼد‬
‫ تعد مدرسة فنلنديا مكانًا لنمو‬.‫ يمنح المعلمون اﻻستقﻼلية لتطوير تعليمهم‬.‫وأوجه تشابه بينهما‬
‫ بينما في إندونيسيا ﻻ يزال التوجيه‬، ‫الطﻼب وتطورهم وليست مكانًا للعب والحصول على القيمة‬
‫ من حيث تعيين‬.‫ فسيصبح اﻵباء فاخورين بأطفالهم الذين يحصلون على درجات جيدة‬، ‫إلى القيمة‬
‫ وفيما يتعلق‬.S1 ‫ وفي إندونيسيا على اﻷقل‬S2‫المعلمين في فنلنديا الحد اﻷدنى بمعيار الماجستير‬
‫ ولكن الحكومة توفر‬، ‫ فإنه ﻻ يزال بطلب التكليفات من الطﻼب‬، ‫بتكليفات التعليم اﻹندونيسي‬
‫مجموعة متنوعة من المساعدات التعليمية على جميع المستويات مثل المساعدة لعملية التعليم‬
‫ بحيث تكون تكاليف التعليم مجانية في المدارس اﻻبتدائية واﻹعدادية ﻷنها تغطيها بالفعل‬BOS
‫أموال المساعدة الحكومية وفي حين أن فنلنديا يجعل مجانا على جميع تكاليف التعليم فى جميع‬
.‫المستويات‬

‫ وتكالف التعليم‬،‫ والمعلمون‬،‫ نظام التعليم‬:‫ﻣفتاح الكﻠمات‬

Abstrak
Sistem pendidikan adalah keseluruhan komponen pendidikan yang saling
terkait satu sama lain.semakin baik sistem pendidikan suatu negara maka
akan berdampak lurus dengan kualitas manusia di negara tersebut. Sistem
pendidikan di indonesia dan finladia memiliki perbedaan dan juga
persamaan. Guru sama-sama diberikan otonomi untuk mengembangkan
pengajarannya. Di finlandia sekolah adalah tempat untuk tumbuh dan
berkembang dan bukan tempat untuk bermain dan mendapatkan nilai
namun di indonesia sedikit banyak masih berorientasi pada nilai, orangtua
akan bangga dengan anaknya yang mendapatkan nilai bagus. Dalam hal
rekrutmen pendidik di finlandia menetapkan standar minimal S2 sedangkan
di indonesia minimal S1. Pada aspek pembiayaan pendidikan indonesia
masih menarik dana dari siswa, namun pemerintah memberikan berbagai
bantuan pendidikan pada semua jenjang seperti dana BOS sehingga pada
jenjang sekolah dasar dan sekolah menengah pertama biaya pendidikan di
gratiskan karna sudah tertupi dengan dana bantuan pemerintah. Sedangkan
finlandia menggratiskan seluruh biaya pendidikan pada semua jenjang.

Kata Kunci: Sistem Pendidikan, Pendidik Dan Pembiayaan.

Introduction

Education is a very urgent matter. The quality of human beings in a

country can be measured through the quality of their education. The better
the quality of education that a country has, the better the quality of human

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DEVELOPING COUNTRIES CURRICULUM, EDUCATORS AND
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beings it has.1 The function of education is to develop the ability, the
formation of dignified character and national civilization in order to educate
the nation's life, develop the potential of students to become human beings
who are faithful, pious, moral, healthy, knowledgeable, capable, creative,
independent, and citizens who are democratic and responsible.2 Therefore,
education must be designed and have the right system. A country having a
good, strong and characteristic education system will produce good output
as well.
Regarding the education system in Indonesia, it has been regulated in
Law No. 20 of 2003 concerning SISDIKNAS (national education system)
explaining, "The education system is the whole component of education
which is interrelated in an integrated manner to achieve national education
goals".3
In Greek, system means regular functional relationships between
units or components. The system is a device that is regularly interrelated
elements that form a totality, a regular arrangement of views, theories, and
principles and so on.4 The system can also be interpreted as a component that
interacts with each other which forms a unity with clear objectives. The
system is a way to achieve certain goals in which its use depends on various
factors that are closely related to efforts to achieve that goal.5 Thus, the
system is a gathering of various components or parts that have interrelations
with each other to achieve the goal.6
The education system has 12 interrelated components. These
components are as follows (1). Objectives and priorities, (2). Students, (3).
Management, (4). Structure and time schedule, (5). Content or material, (6).
Educator. (7). Learning tools and resources, (8). Facilities, (9). Technology,
(10). Quality control, (11). Research. (12). Cost of education. Of all these
components must work.7

1
Awaluddin Tjalla, “Potret mutu pendidikan indonesia ditinjau dari hasil-hasil studi
internasional,” 2010.
2
Presiden Republik Indonesia, “Undang-undang Republik Indonesia nomor 20 tahun
2003 tentang sistem pendidikan nasional,” Jakarta: Pemerintah Republik Indonesia,
2003.
3
ibid.
4
Armai Arief, Pengantar Ilmu Penddidikan Islam, Jakarta: Ciputat Pers, 2002, 69.
5
Purwadarminta, Kamus Umum Indonesia, Jakarta: Balai Pustaka, 1976, 955
6
M. Arifin, Kapita Selekta Pendidikan Islam (Islam dan Umum), Jakarta : Bumi Aksara,
1993, 245.
7
Philip H. Coombs, The world educational crisis (Oxford University Press New York,
1968).

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142 Wahyu Agus Setiawan

Indonesia is still considered to be a developing country. This affects

the education system it has. Until now, Indonesia is still looking for a form of
education system that is truly appropriate to use.
The education system has a characteristic that reflects the culture that
exists in a country, therefore the author wants to reveal these differences.
Therefore, the author knows the differences that have existed so far,
especially the differences in the education system in developed and
developing countries, between Indonesia and Finland.

Portrait of Education in Finland and in Indonesia Today

The educational portrait between Indonesia and Finland is very
different. Of course there are many factors that influence it, one of which is
Indonesia is a developing country that is looking for a form of education
system while Finland is a developed country that has no longer focused on
the search for forms of the education system but on its development. In
addition, the internal and external factors of the students themselves also
contribute, such as family problems, facilities and infrastructure, socio-
economic conditions and culture.8
Based on the data I got from the Organization for Economic Co-
operation and Development, which has a program called PISA (Program for
International Student Assessment and Development) which evaluates the
education system in member countries in the world every 3 years. This
evaluation is given to students at 15 years of age who are selected from
schools throughout the world.9 This program is useful for providing
important data that can be used to improve a country's education system,
and the results are as follows.10

8
Rogers Pakpahan, “Faktor-faktor Yang Memengaruhi Capaian Literasi Matematika
Siswa Indonesia Dalam Pisa 2012,” Jurnal Pendidikan dan Kebudayaan 1, no. 3
(2017): 331–348.
9
Kaye Stacey, “The PISA view of mathematical literacy in Indonesia,” Journal on
Mathematics Education 2, no. 2 (2011): 95–126.
10
OECD, PISA 2015 Results (Volume I), PISA (OECD Publishing, 2016),
https://doi.org/10.1787/9789264266490-en.

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PERINGKAT INDONESIA PADA

PISA
72646362
80 56485050 65576160 65616564
60 41393938 40393838
40
20
0
2000 2003 2006 2009 2012 2015

Jumlah Negara Membaca Matematika Sains

So far, PISA has only implemented 6 times in 2000, when Indonesia

first participated in it. In this first period, Indonesia was ranked 39 for
reading ability, 38 for science and 39 for mathematics. At that time, the
participating member countries still numbered 40 countries with an
international average score of 500 while Indonesia had a score of 393. In the
following period, 2003, the number of participating countries decreased
slightly from 41 countries in the previous period to 40 countries in this
period. Indonesia ranked 39 for reading, 38 for science and, 38 for
mathematics.
The next period, 2006, Indonesia was ranked 48th out of 56 member
countries and ranked 50th out of 57 member countries for mathematics and
science. In 2009, Indonesia's ranking in terms of reading was 48 out of 56
countries, while science and mathematics were ranked 61 and 60 respectively
from 65 member countries. In 2012, Indonesia ranked 61 for reading, 65 for
mathematics and 64 for science from 65 member countries. In most recent
period, in 2015, from 72 participating countries, they were able to be at 64th
place for reading, 63th for mathematics and 62th for science.11
From year to year, Indonesia's ranking has experienced difficulties,
compared to the ratings achieved by Finland below.

11
International Student Assessment (PISA) - Mathematics Performance (PISA) - OECD
Data,” the OECD, diakses 7 Desember 2018, http://data.oecd.org/pisa/mathematics-
performance-pisa.htm.

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PERINGKAT FINLANDIA PADA PISA

15

10

0
2000 2003 2006 2009 2012 2015

MEMBACA MATEMATIKA SAINS

The ratings obtained by Finland were very good, especially in 2000 to

2006 but began to decline in the years that followed. This proves that Finland
is not always the best in terms of education.12 This is evident in Indonesian
international mathematics Olympics competition that outperformed Finland
in the achievement of a gold medal of 2 medals while Finland still got 1 gold
medal.13

Differences in Education Systems in Indonesia and Finland

Curriculum
Ahmad Tafsir explained curriculum means Lesson Plan.14 There are
also those who say the curriculum comes from Arabic, which is translated by
the term manhaj, which means the path of light, or the path that is passed by
humans in various lives.15
Zulaichah Ahmad quoted from the national education system law
(UUSPN) No. 20 of 2003 Chapter I Article 1 Paragraph 19 explains that "

12
OECD, PISA 2015 Results (Volume I); FactsMaps, “PISA Worldwide Ranking -
Average Score of Math, Science and Reading,” FactsMaps (blog), 19 Februari 2018,
http://factsmaps.com/pisa-worldwide-ranking-average-score-of-math-science-reading/;
“Education - OECD Data,” theOECD, diakses 7 Desember 2018,
http://data.oecd.org/education.htm.
13
“International Mathematical Olympiad,” diakses 8 Desember 2018, https://www.imo-
official.org/country_info.aspx?code=IDN; “International Mathematical Olympiad,”
diakses 8 Desember 2018, https://www.imo-official.org/country_info.aspx?code=FIN.
14
Ahmad Tafsir, Ilmu Pendidikan Dalam Perspektif Islam (Bandung: Remaja Rosda
Karya, Cet IX, 2010), 53.
15
Tim Pengembangan Ilmu Pendidikan FIP-UPI, Ilmu Dan Aplikasi Pendidikan
Bagian IV: Pendidikan Lintas Bidang (Bandung: Imperial Bhakti Utama, 2007), 447.

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curriculum is a set of plans and arrangements regarding the objectives,
contents, and learning materials and the methods used as guidelines for the
implementation of learning activities to achieve certain educational goals".16
Curriculum in the narrowest sense means a set of tools / plans used
to achieve goals in education. Curriculum has several components that
compose it, namely goals, content / material, learning strategies, and
evaluation.17 Indonesia and Finland have differences in the four components.
In Indonesia, the goals are formulated based on Pancasila and the
1945 constitution, which aims to "develop the potential of students to become
human beings who believe and fear the Almighty God, are noble, healthy,
knowledgeable, capable, creative, independent, and being a democratic and
responsible citizen.”18 Whereas Finnish educational goals are determined by
students and their parents. The government only makes learning targets, but
what students will learn, students themselves determine.
There is no pressure on students; they are free to make choices. The
school climate is also relaxed. The class is filled with a maximum of 20 to 25
students. This makes it easy for teachers to control students. The lessons
there are also flexible. They study for 45 minutes then take a break for 15
minutes. There is no discrimination against students, both from high and low
economic students.19 In contrast to those in Indonesia, where each class is
filled with more than 35 students, the condition of damaged buildings is
directly proportional to the condition of a good building. This indicates that
many buildings / classrooms are good in Indonesia but also many that are
not good especially in areas that carry 3T status.20 The learning hours in
Indonesia are also standardized, which is why the author is very long and
vulnerable to make students tired and there is no time for social interaction,
especially those who apply the full day school system.21

16
Zulaichah Ahmad, Perencanaan Pembelajaran PAI (Jember: MC Press, 2008), 15.
17
Asep Herry Hernawan dkk., “Pengembangan Kurikulum dan Pembelajaran Kimia,”
2007.
18
Indonesia, “Undang-undang Republik Indonesia nomor 20 tahun 2003 tentang sistem
pendidikan nasional.”
19
April D. Nauman, “Could It Ever Happen Here? Reflections on Finnish Education and
Culture,” I.e.: Inquiry in Education 10, no. 1 (2018),
https://eric.ed.gov/?q=education+system+of+finland&ft=on&id=EJ1180739.
20
3 T is the designation for regions in the territory of Indonesia which are outermost,
leading and highest conditions, see Indonesia Student, "Understanding the Area 3T and
the Problems [Complete]," indonesiastudents.com (blog), August 31, 2017, access on
December 8 2018, http://www.indonesiastudents.com/pengertian-daerah-3t-dan-
permasalahannya-lengkap/.
21
Ririn Septianing Abrianti, “Perbedaan Tingkat Stres Belajar Siswa Full Day School
dan Siswa Reguler SMAN Se-Kota Malang,” SKRIPSI Jurusan Administrasi

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Education levels in Finland and Indonesian are also different. Finland

applies 9-year compulsory basic and secondary education starting at the age
of 7 to 16 years. Before entering the age of primary education, children in
Finland can attend pre-primary school or equivalent to PAUD in Indonesia.
Finnish education level divides it into 3 levels. That is;
1. The first level is basic education (Comprehensive schools)
a. Elementary School (SD) for 6 years begins when children are from the
age of 7-12 years
b. Middle school for 3 years, starts when children graduate from basic
education at the age of 13-15 years
2. The second level is secondary education consisting of 2 types
a. Upper Secondary School (equivalent to high school) in Indonesia,
which starts when students are 16-18 years old. This school is
intended for students who want to continue their studies at the
university level.
b. Vocational Schools and Apprenticeship Training are equivalent to
Vocational Schools (SMK) in Indonesia. The duration of this
education is 3 years starting when students are 16-18 years old? This
school is intended for students who want to go straight into work.
3. The third level is higher education which consists of.
a. University (yliopisto, universitet). The university level is more
focused on research and provides more theoretical education. For
example, doctors are university graduates. The levels at the
university are divided into 3 levels, namely:
1) Bachelor's Degree (S1) for 3 years.
2) Master's Degree (S2) for 2 years.
3) Doctorate Degree (S3)
b. Polytechnic (ammattikorkeakoulu, yrkeshögskola, or abbreviated as
AMK / Yh). Polytechnics focus more on practical skills and rarely do
research, but what they do is directly involved in industrial
development projects. For example nurses. The levels in the
polytechnic are as follows;
1) Polytechnic Bachelor's Degree (S1) for 3-4 years.
2) Polytechnic Master's Degree (S2) for 1-2 years.
To be clearer, see picture below because the explanation above is the
description of this image:22

Pendidikan-Fakultas Ilmu Pendidikan UM, 2012; Azizah Afni Rizky, “Problematika

pembelajaran sistem full day school siswa kelas 1 SDIT Al-Irsyad Tegal” (PhD Thesis,
UIN Walisongo, 2015).
22
Statistics Finland, Education in Finland (Tilastokeskus., 1991).

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On the other hand, the level of education in Indonesia is almost the

same as those in Finland, only compulsory education in Indonesia is 12 years
starting at the elementary school level for 6 years, junior high school for 3
years and high school for 3 years.
Meanwhile, Government Regulation No. 19 of 2005 explained
"Educational evaluation is an activity of controlling, guaranteeing, and
determining the quality of education for various components of education in
each path, level, and type of education as a form of accountability in the
implementation of education".23 Educational evaluation is very necessary to
do. This activity aims to measure how far students understand the material
that has been studied. Indonesia education evaluations are held every level
which is named UAN (National Final Examination). Every 3 years students
in Indonesia are evaluated. In the past few years the results of this evaluation
determined the continuity of student education. Students who did not pass
this evaluation were not permitted to go to the next education level.
However, in the end this policy was abolished by the government and the
national final examination no longer determines student graduation.

23
PRESIDEN REPUBLIK Indonesia, Peraturan Pemerintah Republik Indonesia nomor
19 tahun 2005 tentang standar nasional pendidikan (Departemen Pendidikan Nasional
Republik Indonesia, 2005), 19.

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In contrast to what was done in Finland, the education evaluation or

test increases were not applied, the test was only applied when it would
choose to continue to the high school / vocational level or when going to
university or to the polytechnic.

Educators
Teachers in Finland are professionals who are given autonomy to
develop, do their own teaching. The government only regulates the targets
that must be achieved in the learning but does not regulate further about
strategies, materials, and things related to teaching, because this is the right
of autonomy of a teacher. Teachers in Finland are at least graduates of
master's degrees. The teaching profession there is considered a prestigious
profession equal to lawyers and doctors, because the recruitment process is
difficult, namely only 10% of the total accepted and prospective teachers
must be fluent and master Finnish and Swedish.24 The teacher salary in
Finland is relatively high at 31 million rupiah per month.25
Teachers in Indonesia are at least S1 graduates with the recruitment
process through the CPNS selection system Administrators are given
autonomy in the process of learning in terms of learning strategies but in
essence these things do not exist. The government has set a standard in all
aspects in education. In learning material it has established the curriculum;
even learning strategies are set by the state. Teachers are only given the
freedom to develop standard strategies imposed by the state. This makes the
teacher confused and difficult in carrying out the learning process. Teacher
salaries in Indonesia are still relatively low according to rank, class and
period of employment. However, lately the government has begun to pay
attention to the welfare of teachers through a teacher certification allowance
program.

Fund
In order that education runs well in a country, it certainly must be
supported by costs. In 2017 Indonesia budgeted 20% of the total state budget
(state income and expenditure budget) with a total of 416.1 trillion rupiah.
This is used to improve access and quality of education in Indonesia.

24
Nauman, “Could It Ever Happen Here?”
25
Mochamad Zhacky, “Sandi: Gaji Guru Finlandia Rp 31 Juta, Guru Terbaik Kita Juga
Segitu,” detiknews, diakses 8 Desember 2018,
https://news.detik.com/read/2018/01/11/152111/3810063/10/sandi-gaji-guru-finlandia-
rp-31-juta-guru-terbaik-kita-juga-segitu.

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Of the total budget is used to rehabilitate classrooms both at the
central and regional levels with details of 54,739 classrooms (centers) and
27,140 classrooms (regions) at the elementary, junior high and senior high
school levels in both general and religious backgrounds. In addition it is used
to subsidize the cost of education with a program called BOS (school
operational assistance) which is given to 8.5 million central level students for
800 thousand rupiah for MI and 1 million rupiah for the MTS level and is
given to 46.2 million regional level students each of which is 800 thousand
rupiahs, 1 million rupiahs and 1.4 million rupiahs for elementary /
elementary school, junior high / MTS and high school / vocational school.
The education budget was also used to provide bidik misi assistance to
362.7 thousand students, for professional allowances of 1.3 million PNSD
teachers, 41.6 thousand PNSD special regional teachers and 102.7 thousand
lecturers to get certification allowances and finally to provide facilities to 19.7
million students in the form of smart cards.26
On the other hand, in Finland students are not charged. All costs at
all levels of education in Finland are paid by the government. Even without
paying for more students at school have had a healthy lunch and there is no
discrimination between students from the upper and lower classes.27

Conclusion

Education system is the whole component of education that is

interrelated. Finland is a developed country that eliminates the cost of
education at all levels of education. There is no discrimination to students
even in the case of lunch being given free by the same school. There is no
difference between students who come from high-economic families and
low-economic families. In terms of recruitment of teaching staff, Finnish
educators provide a minimum S2 requirement to become an educator, with
strict selection and prospective educators required to master Finnish and
Swedish language. Educators in Finland are given autonomy to develop
teaching methods, strategies, material to be given even in evaluating
students. While in Indonesia, the recruitment process is through CPNS
selection with the minimum requirement for S1 graduates to become
teachers. Finland considers a uniform evaluation model is not the right thing
because students' abilities differ from one another. Finland does not apply
examinations. Exams are only given when students will continue at the

26
Kementrian Keuangan Republik Indonesia, “APBN Tahun 2017 Bidang Pendidikan,”
diakses 8 Desember 2018, https://www.kemenkeu.go.id/apbn2017.
27
Nauman, “Could It Ever Happen Here?”

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school level which is equivalent to high school or vocational school, whereas

in Indonesia there is an examination at every level of education. In past exam
determines graduation. Students who do not pass the exam are not allowed
to continue their education to the next level. However, in the end it was
changed, the exam was still carried out but does not determine graduation.

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 DIFFERENCES OF EDUCATION SYSTEMS IN DEVELOPED AND
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DEVELOPING COUNTRIES CURRICULUM, EDUCATORS AND
FINANCING IN INDONESIA AND FINLAND
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